Managing Students in Distress:

Managing Students in Managing Students in Distress: Distress:

Preventing and Responding to Preventing and Responding to Disorderly, Disruptive or Threatening Disorderly, Disruptive or Threatening

BehaviorBehavior

An original version of portions of this topic presentation was made available to Flagler College by the Counseling and Career Development Center at Georgia Southern University, Statesboro, GA. Numerous

modifications have been made for local use with their permission.http://students.georgiasouthern.edu/counseling/distress01.htm

Permission was also provided by Virginia Tech to use information published in their faculty guide for responding to threatening or disruptive student behavior.

http://www.dos.vt.edu/documents/DisruptiveStudents-faculty.pdf

Sun coverage: Tragedy at Virginia TechThousands of Virginia Tech students take part in a mass candlelight vigil to honor the victims of the shootings.

Coverage of the shooting rampage in which a gunman killed 32

people before taking his own life (Getty Images / April 17, 2007)

Managing Students in DistressManaging Students in Distress

Heartbreaking incidents of student violence on Heartbreaking incidents of student violence on college campuses underscores the importance college campuses underscores the importance of finding ways to prevent, recognize, and of finding ways to prevent, recognize, and respond to behavior leading up to this.respond to behavior leading up to this.

The purpose of this presentation and the The purpose of this presentation and the handout is to help you plan for ways to handout is to help you plan for ways to improve classroom and personal safety by:improve classroom and personal safety by: Identifying situational and behavioral risk factors.Identifying situational and behavioral risk factors. Presenting guidelines and strategies for preventing Presenting guidelines and strategies for preventing

disruptive, threatening or violent behavior.disruptive, threatening or violent behavior. Presenting strategies for de-escalating threatening Presenting strategies for de-escalating threatening

behavior. behavior. Presenting strategies for defusing threatening Presenting strategies for defusing threatening

behavior that is at imminent risk of becoming behavior that is at imminent risk of becoming violent. violent.

General College Violent Crime General College Violent Crime StatisticsStatistics

Fortunately, statistics for violent crimes on college campuses indicate they occur much less than in the general population. The School Violence Resource Center (www.svrc.net/default.htm) reports that “to get a fair assessment of criminal activity on the college campus, college crime rates should be compared with the total crime rates of the United States, based on the standard population of 100,000.”

The following table depicts the comparison of crime rates on college campuses with the entire nation in four violent crime categories in 2000*. However, as SVRC notes, “oftentimes crimes on college campuses do not get reported. This makes it difficult to conclude with certainty that the crime rates are indeed this low. ”

*SVRC reports that the National Center for Education Statistics estimated that in 2000 there were approximately 14,979,000 students at U.S. colleges and universities in 2000.

General College Crime StatisticsGeneral College Crime Statistics

U.S. vs. College Crime Rates, 2000*

Crime U.S. Crime Rate College Crime Rate

Murder 5.7 .13 Forcible Rape 32.0 2.4 Robbery 144.9 12.9 Aggravated Assault 323.6 24.3

*Per 100,000. Source: Office of Postsecondary Education, U.S.

Department of Education and Crime in the U.S. 2000

Managing Students in DistressManaging Students in Distress Characteristics of Troubled StudentsCharacteristics of Troubled Students

Everyone feels upset, distressed or confused at times. Everyone feels upset, distressed or confused at times. However, However,

when such feelings persist, reach frightening levels of when such feelings persist, reach frightening levels of intensity, intensity,

and/or result in feeling out of control, the person is and/or result in feeling out of control, the person is experiencing experiencing

distress at a crisis level.distress at a crisis level.

Violence and other forms of aggressive behavior is sometimes Violence and other forms of aggressive behavior is sometimes a a

tragic acting out of a person in crisis. Recognizing and tragic acting out of a person in crisis. Recognizing and responding responding

to risk factors and indicators of this -sooner than later- may to risk factors and indicators of this -sooner than later- may avert avert

such an outcome. such an outcome.

The next slide identifies risk factors found to be associated The next slide identifies risk factors found to be associated with student violence on college campuses. with student violence on college campuses.

Managing Students in DistressManaging Students in DistressRisk Factors Associated with College Risk Factors Associated with College

Violence*Violence*

1. A history of violence and/or being victimized.

2. Threats of violence.

3. An obsessive interest in weapons.

4. A tendency to be isolated.

5. The inability to get along with others.

6. Excessive anger.

7. Job loss.

8. Breakup of a relationship.

9. Alcohol and drug usage.

10. Intolerance of differences.

11. Gang affiliation.

12. Poor attachment to school.

13. Exhibiting impulsive behavior.

14. Making violent drawings or writings.*Source: Flannery, D.J., Quinn-Leering, K. (2000). Violence on college

campuses: Understanding its impact on student well being. Community

College Journal of Research and Practice, 24. 839-855.

Managing Students in DistressManaging Students in Distress Characteristics of Troubled StudentsCharacteristics of Troubled Students

Following are a series of related slides identifying Following are a series of related slides identifying three three

levels of student behaviors indicative of increasing levels of student behaviors indicative of increasing levels levels

of distress. These behaviors apply to all forms of of distress. These behaviors apply to all forms of

distress. While the behaviors identified at the distress. While the behaviors identified at the lower lower

levels do not always lead to more serious problems, levels do not always lead to more serious problems,

identifying them early and intervening can help identifying them early and intervening can help prevent prevent

distress from increasing. distress from increasing.

Managing Students in DistressManaging Students in Distress Characteristics of Troubled Students Characteristics of Troubled Students

(cont.)(cont.)Level One: Level One: While these behaviors may not always be While these behaviors may not always be

troublesome to troublesome to others, they signal that the student probably needs assistance. others, they signal that the student probably needs assistance. Poor academic performance, missed tests, or lowered Poor academic performance, missed tests, or lowered

performance.performance. Excessive absences, especially if prior class attendance was Excessive absences, especially if prior class attendance was

good. good. Unusual or noticeably changed interaction patterns in the Unusual or noticeably changed interaction patterns in the

classroom. classroom. Depressed or apathetic mood, tearfulness.Depressed or apathetic mood, tearfulness. Behavioral agitation, excessive activity or talkativeness.Behavioral agitation, excessive activity or talkativeness. Excessive anxiety, fearfulness and/or withdrawal.Excessive anxiety, fearfulness and/or withdrawal. Noticeable change in appearance and hygiene.Noticeable change in appearance and hygiene. Alcohol on the breath/evidence of substance abuse.Alcohol on the breath/evidence of substance abuse. Inability to remain awake in class on a regular basis.Inability to remain awake in class on a regular basis.


(cont.)(cont.)Level Two: Level Two: These behaviors may signify a higher degree of These behaviors may signify a higher degree of

emotional emotional distress, impacting both personal and academic performance. distress, impacting both personal and academic performance. Repeated attempts to obtain deadline extensions or postpone Repeated attempts to obtain deadline extensions or postpone

tests. tests. A pattern of behaviors that disrupt class or student A pattern of behaviors that disrupt class or student

interactions.interactions. A pattern of behavior that upsets or alienates others.A pattern of behavior that upsets or alienates others. Lack of motivation or effort, especially if this is a noticeable Lack of motivation or effort, especially if this is a noticeable

change.change. Inappropriate emotional reactions to situations, including: Inappropriate emotional reactions to situations, including:

Inappropriate intensity for a situation (emotional over-reacting).Inappropriate intensity for a situation (emotional over-reacting). Inappropriate duration of reaction (emotionally upset much too long).Inappropriate duration of reaction (emotionally upset much too long). Inappropriate frequency (becomes upset on a regular basis).Inappropriate frequency (becomes upset on a regular basis). Inappropriate emotional response for the situation (e.g. inappropriate Inappropriate emotional response for the situation (e.g. inappropriate

anger or laughter).anger or laughter). A lack of emotional response when you would expect one.A lack of emotional response when you would expect one.


(cont.)(cont.)Level Three: Level Three: These behaviors indicate that a These behaviors indicate that a

student is in student is in

crisis and needs emergency intervention. crisis and needs emergency intervention. Threats of violence, aggressive behavior toward others, Threats of violence, aggressive behavior toward others,

destruction of property, other extremely disruptive destruction of property, other extremely disruptive behavior. behavior.

Obvious loss of contact with reality (e.g., hallucinations, Obvious loss of contact with reality (e.g., hallucinations, thoughts or behavior inconsistent with reality). thoughts or behavior inconsistent with reality).

Disturbed speech or communication content Disturbed speech or communication content (incoherent speech, disorganized thoughts). (incoherent speech, disorganized thoughts).

Suicidal or other self-destructive thoughts or actions Suicidal or other self-destructive thoughts or actions (any reference to suicide as a current possibility). (any reference to suicide as a current possibility).

Homicidal thoughts/threats. Homicidal thoughts/threats.

Managing Students in DistressManaging Students in DistressGGeneral Guidelines and Strategieseneral Guidelines and Strategies

Because people and circumstances differ, and because distress can take Because people and circumstances differ, and because distress can take different forms, there different forms, there

is no one approach for every situation. Following are some general guidelines is no one approach for every situation. Following are some general guidelines and strategies and strategies

to help prevent/reduce distress and redirect a student toward constructive to help prevent/reduce distress and redirect a student toward constructive action.action.

Guideline: Guideline: Be approachable and accessible. Be approachable and accessible. Strategy: Strategy: Let students know you are available for help through your Let students know you are available for help through your

actions and wordsactions and words. .

Guideline: Guideline: Act sooner than later to prevent a problem from escalating.Act sooner than later to prevent a problem from escalating. Strategy: Strategy: Don’t ignoreDon’t ignore signs of distress, big changes, or inappropriate signs of distress, big changes, or inappropriate

behavior. Take the initiative.behavior. Take the initiative.

Guideline: Guideline: Minimize defensiveness and embarrassment for the student.Minimize defensiveness and embarrassment for the student. Strategy:Strategy: Request to see the student in private or semi-private Request to see the student in private or semi-private

(assuming you feel safe).(assuming you feel safe).

Guideline: Guideline: Communicate that you are aware and care. This can reduce Communicate that you are aware and care. This can reduce feeling isolated, angry or desperate.feeling isolated, angry or desperate.

Strategy: Strategy: Listen carefully (“actively”). Demonstrate an effort to Listen carefully (“actively”). Demonstrate an effort to understand what the student is going through. Be nonjudgmental without understand what the student is going through. Be nonjudgmental without necessarily agreeing. necessarily agreeing.


Guideline:Guideline: Help the student clarify the problem. Help the student clarify the problem. Strategy: Strategy: Identify the problem in a concrete manner. This Identify the problem in a concrete manner. This

can help to make it more solvable and develop a constructive can help to make it more solvable and develop a constructive problem solving approach.problem solving approach.

Guideline: Guideline: Help the student identify constructive options and Help the student identify constructive options and steps to take. This can restore some sense of control and help steps to take. This can restore some sense of control and help put things in perspectiveput things in perspective

Strategy: Strategy: Discuss resource options and help the student get Discuss resource options and help the student get help. Make the call, walk them over. Follow-up with the help. Make the call, walk them over. Follow-up with the student.student.

Guideline: Guideline: Involve yourself only as much as you feel Involve yourself only as much as you feel comfortable. comfortable.

Strategy:Strategy: Avoid becoming more deeply involved than time or Avoid becoming more deeply involved than time or skill permits. Don’t make promises you may not be able to skill permits. Don’t make promises you may not be able to keep. Once a student is getting help elsewhere for a problem, keep. Once a student is getting help elsewhere for a problem, be cautious of your level of independent involvement. be cautious of your level of independent involvement.


CONSULTCONSULT WITH COUNSELING CENTER STAFFWITH COUNSELING CENTER STAFF If you have questions, the If you have questions, the Counseling CenterCounseling Center staff staff may be reached during working hours at may be reached during working hours at 819-6305,819-6305, and after working hours by calling and after working hours by calling Campus SecurityCampus Security at at 819-6200819-6200. The Counseling Center is located in the . The Counseling Center is located in the Palm Cottage at #8 Valencia Street, set back between Palm Cottage at #8 Valencia Street, set back between Wiley Hall and Lewis House. Wiley Hall and Lewis House.

FOR EMERGENCIES INVOLVING IMMEDIATE FOR EMERGENCIES INVOLVING IMMEDIATE ACTIONACTION by the Police, EMT’s, or other emergency by the Police, EMT’s, or other emergency response agencies response agencies FIRST CALL 911FIRST CALL 911, then follow-up , then follow-up with a call to Campus Security 819-6200 (200 from a with a call to Campus Security 819-6200 (200 from a campus phone), appropriate supervisors, and the campus phone), appropriate supervisors, and the Counseling Center.Counseling Center.

Managing Students in DistressManaging Students in Distress Disorderly, Disruptive or Threatening Disorderly, Disruptive or Threatening

BehaviorBehavior

Flagler College Policies on Disorderly/Disruptive Flagler College Policies on Disorderly/Disruptive BehaviorBehavior

Aggressive or violent behavior may be preceded by less destructive Aggressive or violent behavior may be preceded by less destructive behavior that behavior that

is disorderly or disruptive. Flagler College has policies prohibiting is disorderly or disruptive. Flagler College has policies prohibiting disorderly or disorderly or

disruptive behavior. These policies are described in the Flagler College disruptive behavior. These policies are described in the Flagler College Catalog Catalog

under “General Conduct Regulations” in the “Student Life” section; and, in under “General Conduct Regulations” in the “Student Life” section; and, in the the

Student Handbook under “Safety and Security” in the “Academic and Student Handbook under “Safety and Security” in the “Academic and Administrative Policies and Judicial Procedures” section. Both the catalog Administrative Policies and Judicial Procedures” section. Both the catalog

and and handbook are accessible on-line through the Flagler College home page. handbook are accessible on-line through the Flagler College home page.

On the On the home page the Catalog is an option under the Academics tab, and the home page the Catalog is an option under the Academics tab, and the

Student Student Handbook is an option in the Administration/Policies section under the Handbook is an option in the Administration/Policies section under the Students/Faculty/Staff tab.Students/Faculty/Staff tab.

Managing Students in DistressManaging Students in DistressDisorderly, Disruptive or Threatening Disorderly, Disruptive or Threatening

BehaviorBehaviorBe PreparedBe Prepared

If you encounter an individual whose behaviors indicate a problem If you encounter an individual whose behaviors indicate a problem with anger or aggression, your options will be determined by many with anger or aggression, your options will be determined by many different factors. For example, your response will be much different factors. For example, your response will be much different with a student repeatedly getting angry in class than with different with a student repeatedly getting angry in class than with a student who surprises you with violent threats. a student who surprises you with violent threats. In an ideal situation you may be able to address a problem early In an ideal situation you may be able to address a problem early

through preventative methods. through preventative methods. In other situations, even with a distressed student, you may have time In other situations, even with a distressed student, you may have time

to gather information, consider options, and assist the student in to gather information, consider options, and assist the student in getting help. getting help.

Finally, there may be situations where you have to act quickly based Finally, there may be situations where you have to act quickly based upon a predetermined plan or strategies. upon a predetermined plan or strategies.

No matter what, being prepared with options, and having a No matter what, being prepared with options, and having a plan/strategies can improve your chances of managing a potentially plan/strategies can improve your chances of managing a potentially threatening situation . threatening situation .

The following slides provide suggestions for preventing and The following slides provide suggestions for preventing and responding to disruptive responding to disruptive

and threatening behavior.and threatening behavior.


BehaviorBehaviorPreventionPreventionAddressing such behavior before or when it first appears may Addressing such behavior before or when it first appears may

prevent it prevent it from occurring, or if it does occur, from escalating in the future. from occurring, or if it does occur, from escalating in the future.

Some Some suggestions are as follows:suggestions are as follows: Make classroom behavioral standards clear from the outset. Make classroom behavioral standards clear from the outset. Discuss how practicing tolerance is part of learning.Discuss how practicing tolerance is part of learning. When you see evidence of behavior that has the potential to get When you see evidence of behavior that has the potential to get

out of hand (e.g., inappropriate anger in class discussion), use out of hand (e.g., inappropriate anger in class discussion), use this as an opportunity to remind the entire class of acceptable this as an opportunity to remind the entire class of acceptable behavior and/or the challenge of developing tolerance. Don’t behavior and/or the challenge of developing tolerance. Don’t wait too long.wait too long.

Model appropriate behavior. Reinforce students when Model appropriate behavior. Reinforce students when appropriate.appropriate.

Let students know you are available Let students know you are available Meet sooner than later when you see a problem.Meet sooner than later when you see a problem. Involve others if you feel it is necessary (e.g., department chair, Involve others if you feel it is necessary (e.g., department chair,

Dean of Students, Counseling Center, Behavioral Intervention Dean of Students, Counseling Center, Behavioral Intervention Team).Team).


BehaviorBehaviorAct Early When ConcernedAct Early When Concerned Take encounters that cause concern for your personal safety

very seriously, including phone calls, notes or e-mails. Inform campus security, your supervisor, and the Dean of Inform campus security, your supervisor, and the Dean of

Students of your concerns.Students of your concerns.

Control the Environment When ConcernedControl the Environment When Concerned Do not isolate yourself when meeting with someone who has Do not isolate yourself when meeting with someone who has

caused some concern.caused some concern. If in your office keep your door open.If in your office keep your door open. Inform a co-worker of the meeting so they can “check-in” with a call Inform a co-worker of the meeting so they can “check-in” with a call

or knock.or knock. Establish a code word to let others know you’re concerned/need help.Establish a code word to let others know you’re concerned/need help.

Avoid making the person feel trapped or cornered.Avoid making the person feel trapped or cornered. Have access to an exit, but don’t block or stand in the way of it.Have access to an exit, but don’t block or stand in the way of it. Maintain distance between yourself and the student.Maintain distance between yourself and the student. Do not psychologically corner the student through threats, pressure, Do not psychologically corner the student through threats, pressure,

etc.etc.


BehaviorBehaviorResponding to Increasingly Aggressive Behavior.Responding to Increasingly Aggressive Behavior. The The recommendations below emphasize the importance of : noticing recommendations below emphasize the importance of : noticing distress indicators early; using strategies to encourage a distress indicators early; using strategies to encourage a

problem problem solving approach; and controlling the emotional momentum of solving approach; and controlling the emotional momentum of

the the encounter.encounter. Notice early non-verbal, paralinguistic warning signs (e.g., Notice early non-verbal, paralinguistic warning signs (e.g.,

jerky movements, fast breathing, raised voice pitch and jerky movements, fast breathing, raised voice pitch and volume).volume).

Ask the person to tell you his/her goals from the meeting. Ask the person to tell you his/her goals from the meeting. Remind the person you want to work with them to help.Remind the person you want to work with them to help. Speak calmly: control your rate, pitch and volume of speaking.Speak calmly: control your rate, pitch and volume of speaking. Use other conversational means to slow emotional momentum Use other conversational means to slow emotional momentum

(e.g., recapping, restating your interest in helping, raising (e.g., recapping, restating your interest in helping, raising questions)questions)

Take a short break (bathroom, etc.) this may also be used as Take a short break (bathroom, etc.) this may also be used as an opportunity to alert security (819-6200) or co-workers.an opportunity to alert security (819-6200) or co-workers.


BehaviorBehaviorMistakes to Avoid. Mistakes to Avoid. Don’t forget that you may be talking with Don’t forget that you may be talking with someone who is not as capable as you of being as rational. someone who is not as capable as you of being as rational. Do not minimize or ignore early warning signs.Do not minimize or ignore early warning signs. Don’t let the other person work themselves up more and Don’t let the other person work themselves up more and

more.more. Acknowledge you see they are upset; shift to setting goals, recapping, Acknowledge you see they are upset; shift to setting goals, recapping,

etc.etc. Similarly, don’t let the other person set the emotional tone.Similarly, don’t let the other person set the emotional tone.

Remember to use your voice qualities to set the toneRemember to use your voice qualities to set the tone Don’t fall prey to a power struggle with a person potentially Don’t fall prey to a power struggle with a person potentially

in crisis.in crisis. Avoid appearing overbearing, condescending, argumentative, hostile, Avoid appearing overbearing, condescending, argumentative, hostile,

punitive or threatening; instead remind them you want to help.punitive or threatening; instead remind them you want to help. Do not assume the usual rules apply.Do not assume the usual rules apply.

Don’t press for “rational” explanations/justifications for their behavior. Don’t press for “rational” explanations/justifications for their behavior. Do not “call their bluff”.Do not “call their bluff”.


BehaviorBehaviorIf you have been successful in de-escalating a If you have been successful in de-escalating a

situation situation and identifying what they want/need, inform them and identifying what they want/need, inform them

that that you will need to involve other resources as part of a you will need to involve other resources as part of a

plan plan to help.to help. Inform the student it will be necessary to meet Inform the student it will be necessary to meet

with a counselor at the Counseling Center ASAP.with a counselor at the Counseling Center ASAP. Let the student know that it will be necessary to Let the student know that it will be necessary to

contact your supervisors to discuss options.contact your supervisors to discuss options.

Notify Security/others of your concerns as Notify Security/others of your concerns as appropriate.appropriate.


BehaviorBehaviorResponding to Aggressive or Potentially Aggressive BehaviorResponding to Aggressive or Potentially Aggressive Behavior

If a student produces a weapon, attempt to stop the behavioral If a student produces a weapon, attempt to stop the behavioral momentum, alert others if possible, introduce doubts, and convince momentum, alert others if possible, introduce doubts, and convince him/her to choose other options him/her to choose other options Ask them to put it away or down so you can talk undistracted.Ask them to put it away or down so you can talk undistracted. Use your “code word” to alert others without panicking the Use your “code word” to alert others without panicking the

student.student. Tell the student he/she has totally succeeded in convincing you Tell the student he/she has totally succeeded in convincing you

as to how upset he/she is, and it is not necessary to go any as to how upset he/she is, and it is not necessary to go any further.further.

Remind them there are other options to address what they are Remind them there are other options to address what they are upset about, and that you will do your best to help them.upset about, and that you will do your best to help them.

Remind them no one has been hurt, and it’s not too late for other Remind them no one has been hurt, and it’s not too late for other options.options. Similarly, if concerns about the consequences of their behavior come up,

remind them no one has been hurt yet and that will make a big difference. Urge the student to reconsider all of the consequences of hurting Urge the student to reconsider all of the consequences of hurting

someone. Remind them it is not necessary. someone. Remind them it is not necessary.


BehaviorBehaviorIf you are successful in de-escalating a situation where there If you are successful in de-escalating a situation where there

is a is a weapon, prepare the student for what is to follow. weapon, prepare the student for what is to follow. Reinforce his/her decision.Reinforce his/her decision. Inform them security needs to be notified, but that you will Inform them security needs to be notified, but that you will

inform them that the student has been cooperative.inform them that the student has been cooperative. If it seems safe, inform the student that things will go much If it seems safe, inform the student that things will go much

smoother without a weapon present, and remove it if smoother without a weapon present, and remove it if possible.possible.

Inform him/her it is in their best interest to cooperate with Inform him/her it is in their best interest to cooperate with “Security”.“Security”.

If they ask for more details as to what will occur, inform If they ask for more details as to what will occur, inform him/her you do not know for sure other than people will be him/her you do not know for sure other than people will be trying to help.trying to help.

Contact 911 and Security. If you are concerned about Contact 911 and Security. If you are concerned about calling 911, Security will do so when you mention a weapon calling 911, Security will do so when you mention a weapon is involved.is involved.

Follow-up with your supervisor and the Counseling Center.Follow-up with your supervisor and the Counseling Center.

Managing Students in DistressManaging Students in Distress SummarySummary

There are factors and behavioral indicators There are factors and behavioral indicators associated with a higher risk of student distress, associated with a higher risk of student distress, including threatening behavior.including threatening behavior.

Take warning signs seriously and address them Take warning signs seriously and address them early.early.

Become familiar with guidelines and strategies for Become familiar with guidelines and strategies for preventing such behavior in the classroom or when preventing such behavior in the classroom or when meeting with a student.meeting with a student.

Become familiar with strategies to de-escalate such Become familiar with strategies to de-escalate such behavior when it starts to intensify.behavior when it starts to intensify.

Become familiar with strategies to defuse a volatile Become familiar with strategies to defuse a volatile situation when the risk of violence seems imminent.situation when the risk of violence seems imminent.

Have a plan for yourself and co-workers to help you Have a plan for yourself and co-workers to help you be prepared to prevent, de-escalate and defuse a be prepared to prevent, de-escalate and defuse a situation.situation.

Documents

Managing Students in Distress: